Mathematics
Ag-tivities
Grade and standard aligned
mathematics activities that teach
students about agriculture.
Introduction:
Mathematics can be incorporated into all areas of the curriculum. This book
provides lessons that teach mathematics concepts while educating
students about agriculture.
At the beginning of each chapter, there is a short explanation of the concepts
covered in the mathematics substrands for that grade level. The substrands
include: Number and Number Sense; Computation and Estimation;
Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and
Algebra. The lessons that follow provide the numbers for the Standards of
Learning, necessary materials, background information, and the procedure.
Extensions and pictures are also included. The Masters for the activities are
located at the end of this book.
Each lesson incorporates interesting information about agriculture with
mathematics concepts. Students gain skills to solve math problems while
learning about agricultural facts about various commodities, and plant growth.
Acknowledgments:
AITC acknowledges the contributions of our writer, Katie Baker. She graduated
with a degree in Interdisciplinary Liberal Studies and a minor in Elementary
Education from James Madison University in May 2011. Katie’s concentration
was in Math and Science, with an additional endorsement in Algebra 1. In
May 2012, she will graduate from JMU with her Master of Arts in Teaching,
concentrating in Elementary Education and completing an endorsement in
Gifted and Talented Education. Tammy Maxey and Lynn Black provided
guidance, ideas, and materials for this project. They are both AITC Education
Coordinators.
This project was funded by Agriculture in the Classroom.
1
Table of Contents
Kindergarten
Egg Carton Math...................................................................pg 4
Farmyard Tangrams...............................................................pg 5
1st Grade
Apple Orchard Math..............................................................pg 7
Classifying Products by Shape...............................................pg 9
2nd Grade
Scarecrow Measuring.............................................................pg 12
Produce Painting.....................................................................pg 14
3rd Grade
Watermelon Fractions..............................................................pg 17
Agriculture Arrays.....................................................................pg 19
Classifying Products by Soild Figure Lesson 1........................pg 21
Classifying Products by Solid Figure Lesson 2........................pg 23
4th Grade
Natural Angles..........................................................................pg 26
Pollination Probability..............................................................pg 28
5th Grade
Flowering Factorization............................................................pg 31
Quilt Classifying.........................................................................pg 33
Masters.........................................................................................pg 36
2
Kindergarten
Number and Number Sense
Young children gain essential counting skills during kindergarten. The
concept of one-to-one correspondence develops and flourishes during
this year.
Computation and Estimation
Kindergarten students add and subtract up to 10 concrete objects.
Measurement
Weather and seasons are incorporated into early childhood lessons.
Geometry
Simple plane figures are identified by kindergarteners. The location of
objects is also an important concept for young children to understand.
Probability and Statistics
Not only are students expected to understand numerals, but the
children are also required to use tallies as a form of counting. Picture
and object graphs are also taught during this grade.
Patterns, Functions, and Algebra
Naming patterns and contributing objects to extend the patterns are
skills gained during kindergarten. The students’ abilities to classify
objects are not only an important skill in mathematics, but in science
as well.
3
Egg Carton Math
Standards of Learning
Math: K.1, K.6
Science: K.7, K.9
English: K.2
Materials
Pom-poms, fake eggs, or other small
objects that can fit inside an egg carton
3-5 Egg cartons (diagram found on p. 37)
Background Knowledge
Young children can benefit from concrete examples of abstract ideas. This lesson allows
students to count objects and begin to understand addition problems that equal 10 or
less.
Illinois produces over 1.4 million eggs each year! We are the 18th state in terms of egg
production as well. People in Illinois consume 32.4 lbs of eggs per person each year.
Procedure
1. Create the manipulatives shown above. Practice counting with the students prior to
the activity.
2. Discuss eggs, chicks, and chickens and the importance of them for farmers. Read
books such as Eggs and Chicks by Fiona Patchett or From Egg to Chicken by Gerald
Legg.
3. Use the egg cartons and objects to practice counting, number recognition, addition,
and subtraction.
Extension
Create the lifecycle of an egg as it grows into a chicken. Also, this lesson could be
helpful for older students struggling with the concept of addition and/or subtraction.
4
Farmyard Tangrams
Standards of Learning:
Math: K.16, K.11, 1.12, 1.17, 2.20
Science: 1.5, 2.4, 3.5, 3.6
English: 1.1, 1.2, 2.3, 3.2
Materials:
Tangrams
Tangram patterns in the shapes of farm animals provided in Barnyard
Tangrams by Barbara R. Evans.
Background Knowledge:
Tangrams allow children to create patterns. These manipulatives come in many different
shapes, including squares and triangles. Shapes can be used to represent different things,
including animals and equipment found on a farm.
Procedure:
1. Read a book about farm animals, such as Barnyard Banter by Denise Fleming, Big Red Barn
by Margaret Wise Brown and Felicia Bond, or Farm Alphabet Book by Jane Miller.
2. Allow students to explore the tangrams for several minutes.
3. Provide tangram patterns and ask students to put the tangrams on the picture until all of
the pieces fit. Provide several different options for students to use.
4. Ask students to create their own tangram image of a farmyard animal.
After students have had enough time to make their own creations, allow students to take a
“Barnyard Tour” and observe the animals created by their classmates.
Extension:
Kindergarten students can also identify, describe, and trace plane geometric figures. Older
students can express through oral or written language facts about their tangram animal, such
as the name used for the baby of that animal.
5
1st Grade
Number and Number Sense
Counting to 100 is a goal for 1st graders. Developing an
understanding of place value and fractions both begin during this
year.
Computation and Estimation
Students begin to add and subtract numbers up to 18. Story and
picture problems are incorporated into lessons.
Measurement
The value of coins is explored by first graders, as well as
nonstandard units.
Geometry
Objects in the environment can be sorted into plane figures by
students in 1st grade. Also, shapes are identified by the number of
sides, vertices, and right angles they have.
Probability and Statistics
Data collection techniques are practiced by students. Interpretive
words such as more than and less than are used by the children.
Patterns, Functions, and Algebra
Students still continue to sort objects and extend patterns. Equality is
introduced with the equals (=) sign.
6
Apple Orchard Math
Standards of Learning:
Math: 1.1
Science: 1.4
English: 1.1
Materials:
1 copy of a complete 100s chart per student (see p. 38)
1 copy of a blank 100s chart per student (see p. 39)
Background Knowledge:
Counting to 100 is an essential skill young children must acquire in order to learn
higher level math concepts. Practicing counting and writing the numbers helps
children gain number sense.
Apples are concrete, everyday objects students know about and can use to
count. Also, apples are an important crop—thousands of acres of apples are
harvested every year. Discussing apples in the fall can teach children about
harvesting this abundant crop. Illinois ranks 13th in the United States for apple
production.
Procedure:
1. Practice counting on the completed 100s chart. Discuss counting by tens down
the chart (10, 20, 30, 40, etc). Ask students to find certain numbers on the chart,
such as 76, to support their knowledge of numbers.
2. Ask the students to complete the Apple 100s Chart. Count the first row since it
is already filled out. Help them with the next row (11 is done for them). Then
allow them time to finish the chart. Some numbers are already filled in to keep
students on track. Provide the completed 100s chart if students are still having
difficulty counting and writing numbers.
7
Extension:
Students can discuss the life cycle of an apple. Apple picking, apple pie baking, and
other fall activities can be completed alongside this lesson. Read Amazing Apples by
Consie Powell and have students participate in poems about the fruit and fall.
8
Classifying Products by Shape
Standards of Learning:
Math: K.11, 1.12
Science: K.1, 1.1
English: K.2
Materials:
Chart paper large enough to be used as a grid on the floor for the children to
see, with sections titled: triangle, rectangle, square, and circle with a picture
beside the shape.
Products and their general shapes (provide a picture or an example):











Apple (circle)

Hamburger patty (circle) 
Flower petal (triangle)

Tomato (circle)

Ear of corn (rectangle) 
Cotton ball (circle)
Cucumber (rectangle)

Strawberry (triangle)

Cracker (square)

Cheese (triangle, square, 
circle, or rectangle)

Peanut (circle)

Chicken nugget (circle)
Evergreen tree (triangle)
Slice of bread (square)
Soy bean (circle)
Bunch of grapes
(triangle)
Hay bale (circle)
Peach (circle)
Watermelon (circle)
Wheat (rectangle)
Lumber (rectangle)
Turkey meat (square)










Slab of fish (rectangle)
Egg (circle)
Cereal box (rectangle)
Green bean (rectangle)
Potato and/or sweet
potato (circle)
Wool (circle)
Blanket (square)
Sausage link (rectangle)
Pumpkin (circle)
Bacon (rectangle)
Background Knowledge:
All types of shapes occur in nature, including triangles, squares, rectangles, and
circles. Each shape is unique according to the number of vertices, right angles,
and sides.
9
Procedure:
1. If available, read books such as Food for Thought by Joost Eiffers and Saxton
Freymann or The Shapes We Eat by Simone T. Ribke.
2. Discuss shapes and the characteristics of each figure.
3. Ask the children, one at a time, to sort the products by their shape.
Extension:
Graph the number of products for each shape.
10
2nd Grade
Number and Number Sense
Three-digit numerals, and an understanding of each place value, are
the focus of 2nd grade. Increasingly more complicated fractions and
skip counting are introduced to students.
Computation and Estimation
Addition and subtraction facts up to 20 should be recalled by
students. An understanding of estimation is acquired for subtraction
and addition.
Measurement
Specific measurements are gathered and understood by students
including cups, pints, quarts, and gallons.
Geometry
Lines of symmetry are drawn by students and solid figures are
introduced.
Probability and Statistics
Data from experiments is used to create graphs and predict
outcomes in 2nd grade lessons.
Patterns, Functions, and Algebra
Not only are object patterns still used in 2nd grade, but numeral
sentences are also incorporated. The non-equals sign,
≠, is discussed.
11
Scarecrow Measuring
Standards of Learning:
Math: 2.11
Science: 2.1
Materials:
Paper plate
Yarn
Brown construction paper for gallon body*
Red construction paper for quarts*
Orange construction paper for pints*
Yellow construction paper for cups*
Extra construction paper
Examples of the following measuring containers: gallon, quart, pint, cup
*The whole pieces of construction paper must be the same size.
Background Knowledge:
Measuring tools, such as gallons, quarts, pints, and cups, are important for cooking
and buying food products. Milk comes in a gallon jug, strawberries are packaged in
quarts, consumers can buy pints of blueberries, and soybeans are measured in cups.
Students need to understand how to convert units: 2 cups = 1 pint, 2 pints = 1 quart,
and 4 quarts = 1 gallon.
Procedure:
1. Read students Scarecrow by Cynthia Rylant. Farmers use scarecrows to keep
pests out of their farms in order to preserve their crops. This book beautifully
describes the peaceful, but important, purpose of a scarecrow.
2. Allow students to create a face for the scarecrow. Use the yarn for hair and the
additional construction paper for a hat.
3. Show the gallon container. Discuss and illustrate how much it holds. Explain
12
4.
5.
6.
7.
8.
that you are using the brown piece of paper to represent a gallon. Repeat this
step with the other measurements.
Use the whole piece of brown construction paper for the body and write
“Gallon” in the middle. Attach the head to the top of the brown paper (see
picture).
Cut the red paper into 4 equal pieces and write “Quart” in the middle of them.
Glue one on the right side of the brown paper, one on the left side of the paper,
and two on the bottom of the paper.
Cut the orange paper into 8 equal pieces. Write “Pint” on the papers and glue
two to each quart.
Cut the yellow paper into 16 equal pieces. Write “Cup” on the papers and glue
two cups to each pint.
Discuss the conversions from cup, to pint, to quart, to gallon. Bring in items
that are measured in these ways so students have a representation of the
unit.
a. Milk: gallon
b. Quart: strawberries
c. Pint: blueberries
d. Cup: soybeans
Extension:
Provide students with a recipe that uses some, if not all, of these units. Help
them practice measuring ingredients and cook the food item.
Paper Plate for Head
Gallon
Brown
Paper
Quart
Red
Paper
Pint
Orange
Paper
Cup
Yellow
Paper
13
Produce Printing
Standards of Learning:
Math: 2.15
Science: 2.8
Materials:
Large pieces of white paper (1 per student)
Several different paint choices for students
Paint brushes or sponges
Produce stamps:
o Apples: cut in half
horizontally
o Peppers: cut horizontally
into rings
o Carrots (cut if desired)
o Ears of corn
o Potatoes: can cut
symmetrical designs into
it to create a stamp
o
o
o
o
Leaves
Onion
Peanuts
Cucumbers: sliced
horizontally
o Baby pumpkins: cut
horizontally or vertically
o Grapes: whole or cut
o Squash: whole or cut
Background Knowledge:
Symmetry can be found in nature. Produce can be used to demonstrate natural
symmetry. This lesson allows students to investigate fruits and vegetables that
farmers grow, as well as the concept of symmetry.
Procedure:
1. Pass out the supplies to the students. Provide several examples of produce for
the children to paint with.
2. Allow the children to put paint on the produce and stamp the images on the
paper. Try to keep each image spaced out in order to draw lines of symmetry.
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3. After the students have time to stamp with the produce, discuss symmetry.
Objects are symmetric if one half of the image is the mirror image of the other
half.
4. After the paint is dry, ask the students to find lines of symmetry in their
paintings and draw them on their produce prints.
Extension:
Discuss the parts of the produce they see (seeds, veins, etc).
15
3rd Grade
Number and Number Sense
Students in 3rd grade should read and write six-digit numerals. They
should also recall basic multiplication and division facts. Mixed
numbers and fraction inequalities are also taught in 3rd grade.
Computation and Estimation
Students are expected to solve single- and multi-step addition and
subtraction problems. Arrays, sets, and number lines model
multiplication problems for 3rd graders.
Measurement
Larger quantities of money must be recognized by 3rd grade students.
Perimeter and area of polygons are measured by students.
Geometry
Comparisons between plane and solid figures teach students how to
identify them by specific characteristics.
Probability and Statistics
Line plots are added to the types of graphs students can create.
Patterns, Functions, and Algebra
Patterns with numbers, tables, and pictures are created by students.
The children also investigate the commutative properties of addition
and multiplication.
16
Watermelon Fractions
Standards of Learning:
Math: 3.3
Science: 3.8
Materials:
Interactive Bulletin Board:
o Paper plates cut into fractions and colored like watermelon
o Equals signs
o “What is missing=” signs
o “Are the missing parts equal=” signs
Samples of watermelon
Background Knowledge:
By third grade, students have had prior experiences with fractions. This lesson
provides students with the opportunity to compare fractions and determine
equivalency. Students can discover equal and non-equal watermelon slices, and how
that relates to the missing fraction. Students can also learn about the life cycle of
this fruit. First it starts as a seed, and then sprouts into a leaf. A flower blooms and
is pollinated. Then a small watermelon is formed, which grows until ripe.
Procedure:
1. Take several white paper plates and cut them into the following fractions:
a. Halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths.
17
2. Color the fractions to make them look like watermelon.
3. Create various scenarios for fractions (allow students to use extra watermelon
slices to determine the answers):
a. Put up ½ and ask: What is missing?
b. Put up 7/12 and ask: What is missing?
c. Put up ¼ and ask: What is missing?
d. Put up 4/6 and 2/3 and ask: Are the missing parts equal?
e. Put up 4/6 and 4/8 and ask: Are the missing parts equal?
f. Put up 1/5 and 2/10 and ask: Are the fractions on the board equivalent?
Extension:
Begin asking simple computation questions, such as ¾ + ¼ = ____. Also, review the
life cycle of a water melon with the AITC lesson, “Watermelon Chain.” Read
students Watermelon Wishes by Lisa Moser to see illustrations of the life cycle of
watermelons incorporated into a heart-warming story.
18
Agriculture Arrays
Standards of Learning:
Math: 3.5, 3.6, 3.20
Materials:
Chart paper
o Practice array can be found on p. 40
Soybeans
Cotton balls
Background Knowledge:
Arrays can be used to discover multiplication facts and the commutative property
of multiplication. For example, a 2x3 array is similar to a 3x2 array. By providing
concrete objects, students can understand how multiplication works and equality
between facts. Cotton and soybeans are important agriculture commodities. Before
allowing students to use the manipulatives, ask them for any facts they know about
cotton and soybeans. One bale of cotton can make 215 pairs of jeans. Soybeans are
made into different types of oils, soaps, cereals, and crayons. Read Why the Brown
Bean was Blue: the Story of a Soybean Frown Turned Upside Down by Susan M. Pankey
for more information about soybeans.
Procedure:
1. Use large sheets of chart paper to create a large 12x12 array.
2. Bring in beans and cotton balls for the students to use. Allow students, one at
a time, to create arrays that represent multiplication facts through the 12’s
table.
19
3. Show different ways to set up multiplication problems. If a student is given
2x3, and the array looks like this: XXX, show the students 3x2: XX
XXX
XX
XX
4. Pair students off. Give them cotton balls and soybeans to work with. Ask
them to create 2 arrays for specific multiplication problems (i.e. 3x4 and 4x3;
5x6 and 6x5).
5. Check student work to ensure understanding.
6. To further review with the students, ask individual children to create arrays
for new multiplication problems.
Extension:
Move from using concrete objects to abstract understanding through paper-andpencil assignments. Provide grids and ask students to color different arrays.
2x3
For the purpose of this picture, pumpkin seeds were used.
20
Classifying Products by Solid Figure
Geometry Unit: Solid Figures
Lesson 1
Standards of Learning:
Math: 3.14
Social Studies: 3.6
Materials:
-
Products and their general shapes (provide a picture or an example):
Apple (sphere)
- Bunch of grapes (cone)
Tomato (sphere)
- Hay bale (cylinder)
Ear of corn (rectangular prism)
- Peach (sphere)
Cotton ball (sphere)
- Watermelon (cylinder)
Cucumber (cylinder)
- Lumber (rectangular prism)
Strawberry (cone)
- Egg (sphere)
Block of cheese (rectangular prism)
- Cereal box (rectangular prism)
Peanut (cylinder)
- Sausage link (cylinder)
Chicken nugget (sphere)
- Loaf of bread (rectangular prism)
Evergreen tree (square pyramid)
- Pumpkin (sphere)
Soybean (sphere)
Large chart paper to be put on the ground and used as a grid, with sections
titled: sphere, square pyramid, rectangular prism, cone, and cylinder with a
picture beside the shape.
Background Knowledge:
Many products that can be classified by general solid figures. Students can identify
objects as a sphere, square pyramid, rectangular prism, cone, and cylinder using
specific characteristics, including the number of angles, vertices, edges, faces, and
general shape. This lesson provides concrete, tangible objects students can study
and investigate to determine what solid figure the objects represent.
21
Procedure:
1. Discuss shapes and what the characteristics are of each solid figure.
2. Ask the children, one at a time, to sort the Virginia products by their solid
figure.
Extension:
Graph the number of products for each solid figure.
22
Classifying Products by Solid Figure
Geometry Unit: Solid Figures
Lesson 2
Standards of Learning:
Math: 3.14
Social Studies: 3.6
Materials:
-
Products and their general shapes (provide a picture or an example):
Apple (sphere)
- Bunch of grapes (cone)
Tomato (sphere)
- Hay bale (cylinder)
Ear of corn (rectangular prism)
- Peach (sphere)
Cotton ball (sphere)
- Watermelon (cylinder)
Cucumber (cylinder)
- Lumber (rectangular prism)
Strawberry (cone)
- Egg (sphere)
Block of cheese (rectangular prism)
- Cereal box (rectangular prism)
Peanut (cylinder)
- Sausage link (cylinder)
Chicken nugget (sphere)
- Loaf of bread (rectangular prism)
Evergreen tree (square pyramid)
- Pumpkin (sphere)
Soybean (sphere)
Large chart paper to be put on the ground and used as a grid, with sections
titled: sphere, square pyramid, rectangular prism, cone, and cylinder with a
picture beside the shape.
Worksheet (see p. 101)
Background Knowledge:
Many products that can be classified by general solid figures. Students can identify
objects as a sphere, square pyramid, rectangular prism, cone, and cylinder using
specific characteristics, including the number of angles, vertices, edges, faces, and
general shape. Students must use their prior knowledge of solid figures to sort
pictures of products.
23
Procedure:
1. After completing Lesson 1 of “Classifying Products by Solid Figure,”
complete the following activity:
a. Review with the students the objects from Lesson 1 and how to classify
solid figures.
b. Ask review questions such as:
i. How many faces does a sphere have?
ii. What shape is the base of a rectangular prism?
iii. What shape is the base of a cylinder?
c. Ask students to complete the review sheet on page 41.
Extension:
Graph the number of products for each solid figure.
24
4th Grade
Number and Number Sense
Students in 4th grade must identify decimal place values through the
thousandths and determine their fraction equivalents.
Computation and Estimation
Decimals are used in sum and difference problems in this grade.
Measurement
Equivalent measurements for the U.S. Customary and metric units
are explored by students for weight, length, and liquid volume.
Geometry
Points, lines, line segments, rays, and angles are identified by 4th
graders. An understanding of parallelism and perpendicularity is also
demonstrated.
Probability and Statistics
Predictions of outcomes are discussed with students, specifically the
likelihood, or unlikelihood, of something happening.
Patterns, Functions, and Algebra
Students now create numerical and geometric patterns. The
associative property is introduced for multiplication and addition.
25
Natural Angles
Standards of Learning:
Math: 4.10
Materials:
Picture of a flowering tree (see p. 42)
Ruler
Protractor
Different colored pencils to differentiate the labels:
o Red: points
o Orange: lines
o Yellow: line segments
o Green: rays
o Blue: angles
o Purple: perpendicular lines
o Brown: intersecting lines
o Black: parallel lines
Background Knowledge:
Lines, angles, and points make up objects. Nature can be used to discover geometry
by completing a “Geometry Search.” Some farmers grow flowering trees that produce
fruit, such as apples. These trees are filled with intersecting lines, angles, points, and
other geometric representations.
Procedure:
1. Describe and illustrate to the students points, lines, line segments, rays, and
angles.
a. A point looks like a dot.
b. Lines extend in both directions forever.
c. Line segments begin and end with points.
d. Rays have one end point and extend to infinity.
26
e. Angles are two rays that share the same endpoint/vertex.
2. Parallel lines never intersect, perpendicular lines intersect and form a right
angle, and intersecting lines intersect at least once creating any type of angle.
3. Give each student a picture of a flowering tree (see p. 42).
4. Ask them to use the key described above to draw on the picture the
geometric representations they see. Encourage them to label the
representations appropriately underneath the image.
Extension:
Invite students to go outside and take pictures of natural geometric representations
they see.
27
Pollination Probability
Standards of Learning:
Math: 4.13
Social Studies: VS.1, VS.4, VS. 6
English 4.7
Materials:
Farmer George Plants a Nation by Peggy
Thomas Name cards (see p. 43-45)
o To make it easier to identify the students, punch two holes at the top of
the name card and tie a piece of yarn so that the children can wear it
around their necks.
Quarters
Recording sheets (see p. 46-47)
Background Knowledge:
When settlers came to America, they brought foreign items with them, including apple
trees, peach trees, and watermelon. Not only did they bring produce to plant, worms
and honeybees were also transported across the Atlantic. Without earthworms or bees,
the nonnative plants would not have been able to survive. Colonists grew squash,
beans, watermelon, pumpkins, apples, and peaches, with the help of pollinating bees
and wiggling earthworms. Through this lesson, students learn about probability,
pollination, and historic agriculture.
Procedure:
1. Read to the students Farmer George Plants a Nation by Peggy Thomas. Point out
similarities and differences between the past and present farming practices.
Discuss the agricultural advancements Washington made and the importance of
his life to this nation.
2. Describe the game to the students:
a. Some people will be farmers. Everyone else will be bees. The bees will
simulate pollination by flipping coins. If it is heads, the farmer’s crop is
pollinated by that bee. If the coin lands on tails, the bee did not pollinate the
28
crop. The bees will have 3 minutes to visit the farms. At each stop, the bee
will flip the coin and record which side it landed on. No matter what side
landed facing up, the bee and farmer need to record the information on their
sheets of paper.
3. Tell students they will discover pollination through probability. Assign 1 student as
the farmer of the following crops grown in colonial times: squash, pumpkins, beans,
watermelon, apples, and peaches (total of 5 students). Give them their name cards to
identify their crops.
4. Ask the farmers to stand throughout the room and give them the “Farmer’s Record”
sheet (p. 46). Instruct them to keep track of the number of bees that visit their farm,
and if the bees pollinated their crops or not. If a bee’s coin lands on heads, your
crop was pollinated. If a bee’s coin lands on tails, your crop was not pollinated.
Check the appropriate box on your sheet for each bee that visits you and your farm.
5. Give the rest of the children a quarter and tell them they are bees that will pollinate
the farmer’s plants. Distribute the name cards so students remember their roles.
6. Hand out the “Bee Record” sheet to the students acting as bees (p. 47). Instruct them
to go to a farmer, flip their quarter, and record if it landed on heads or tails. Ask
them to tell the farmer which side of the coin landed facing up. DO NOT move on
to the next farmer until you know your flip was recorded.
7. Allow students to “pollinate” the farms for 3 minutes. They must be careful to keep
track of each coin flip!
8. Once the 3 minutes is up, ask the students to find the probability of pollination.
a. Bees: Take the number of pollinated crops and divide that number by total
number of trips to the farmers. Multiply this number by 100 to get the
percentage.
b. Farmers: Take the number of pollinated crops and divide that number by the
total number of bees that visited your farm. Multiply this number by 100 to
get the percentage.
9. Complete several more times so students have an opportunity to play all of the
parts.
10. Then, discuss how, in the long run, your probability with be about 50% pollination.
a. Visit http://pbskids.org/cyberchase/games/probability/cointoss.html to show
students that, as you flip more coins, your probability gets close to 50/50.
Extension:
Have students write a story about their life in colonial times, describing the hardships
colonists faced, especially during the initial days and the food shortage. If you have old,
colonial-styled clothing, allow farmers to wear them.
29
5th Grade
Number and Number Sense
An understanding of prime and composite numbers develops in 5th
grade.
Computation and Estimation
Multi-step problems with whole numbers, decimals, and fractions are
expected of students. Children also use the order of operations.
Measurement
Perimeter, area, and volume are solved by students. The parts of a
circle are introduced, including: diameter, radius, chord, and
circumference.
Geometry
Fifth grade students classify angles, triangles, and plane figures.
Probability and Statistics
Sample spaces are used by fifth graders to make predictions. Stemand-leaf plots and line graphs are created. Also, vocabulary such as
mean, median, mode, and range is gained.
Patterns, Functions, and Algebra
Variables are presented to children in one-step linear equations. The
distributive property of multiplication over addition is also
investigated.
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Flowering Factorization
Standards of Learning:
Math: 5.3
Science: 5.5
Materials:
Construction paper of every color
White squares
Brown yarn cut into 2 inch lengths or craft sticks
Markers
Scissors
Tape or glue
Practice worksheet (see p. 48-49)
Background Knowledge:
Plants use roots to obtain essential nutrients from soil. Without the thin stringy
fibers, flowers and crops would not survive. Farmers rely on healthy soil and strong
roots to keep their crops alive until they are ready to harvest. Roots begin forming
during germination and continue to grow while the plant grows.
This activity can teach students the parts of the plant and the importance of roots
while learning prime factorization. Factors of a multiple can be broken down into
only prime numbers. Students get a visual representation of how a number can be
divided into multiplication fact families, and eventually only prime factors, using
roots shooting from the stem of a flower.
Procedure:
1. Discuss with students how to complete prime factorization. Explain that
prime numbers can be multiplied together to make composite numbers.
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Prime factorization breaks down a composite number until you reach only
the prime factors that make it composite (18 = 2 X 3 X 3).
2. Use the practice worksheet (p. 48-49) to review prime factorization with
your students. Make sure they understand that once a factor cannot be
divided into two factors except 1 and itself, it is a prime number.
3. Remind the students to circle the prime numbers in the factorization trees so
they can determine the prime factorization for the composite numbers they
are practicing with.
4. After everyone has demonstrated a clear understanding of prime
factorization, and their “trees” have been approved, ask them to choose one
composite number to use for their Flowering Factorization activity.
5. Provide all of the supplies listed above.
6. Ask the students to cut out the center of a flower and write their composite
number on it. Give them time to make their flower petals, stem, and leaves.
7. Once everyone has made their flowers, have the students write on white
squares of construction paper the factorization of their composite number.
Make sure the students include all of the steps, and not just the prime
numbers. They need to demonstrate how they reached the prime numbers.
8. Ask the students to attach the factors appropriately, matching the practice
they completed on the scratch paper.
9. On the prime numbers, draw a worm, bee, ant, or other garden critter to
indicate the final factors of the prime factorization.
10. Hang up the flowers around the room.
Extension:
Smaller versions of this activity can be done using tooth picks. You can assign
certain characteristics of composite number and students must provide an example,
such as: “This composite number has 2 prime numbers (21).” Or, “Show me 3
different ways you can begin to find the prime numbers for the number 36 (starting
factors: 2x18, 3x12, or 6x6).”
Students could also complete this activity using root vegetables. Discuss the
structure of a plant, specifically the cells.
32
Quilt Classifying
Standards of Learning:
Math: 5.11, 5.12
History: USI.8
English: 5.8, 5.9
Materials:
Quilts
Construction paper of every color
Large paper grocery bags
o Each child needs one panel of the bag (sides with the handles on them).
Either cut these prior to the lesson, or pair students up with a grocery
bag and ask them to do it.
Rulers
Protractors
Glue
Cotton plants or bolls
Cotton balls
Scissors
Sample quilt template (see p. 50)
Background Knowledge:
Some farmers grow cotton. Cotton is harvested and sent to a cotton gin to separate
the seeds from the cotton. The bales of cotton leave the gin and arrive at a textile
mill where the cotton is cleaned, stretched, rolled, and dyed.
Cotton has been an important agricultural commodity since the United States was
founded. The cotton gin was created by Eli Whitney, leading to incredible growth in
production and life for Americans.
33
Procedure:
1. Discuss with the students about cotton and its importance in Virginia. Read Eli
Whitney and the Cotton Gin by Jessica Gunderson and talk about the significance
of this invention.
2. Pass around a cotton plant or boll and cotton ball and discuss the differences
between the two. Ask students about their clothes and how the cotton cloth feels
in comparison to the cotton examples passed around.
3. Bring in several quilts and lay them out on the floor. The quilts can be intricate
or simple, but there should be enough angles and shapes, especially triangles, for
students to measure.
4. Assign students to different blankets. Pass out rulers and protractors
5. Ask students to find an acute angle (less than 90˚) on their blanket. Ask them to
measure it and check other members of their groups to make sure everyone has
chosen an appropriate angle.
6. Ask students to find an obtuse angle (greater than 90˚). Ask them to measure it
and check other members of their groups to make sure everyone has chosen an
appropriate angle.
7. Ask students to find an equilateral triangle (all sides are equal). Ask them to
measure it and check other members of their groups to make sure everyone has
chosen an appropriate triangle.
8. Ask students to find an isosceles triangle (two sides are equal). Ask them to
measure it and check other members of their groups to make sure everyone has
chosen an appropriate triangle.
9. Discuss with students patterns found in the quilts, shapes that be classified, and
the texture of the fabrics.
10. Provide students with a section of a brown paper grocery bag to use as a base
for their quilt. Allow them to use construction paper, glue, scissors, protractors,
and rulers to create their own paper quilt. Make sure they understand they must
include a combination of acute, right, obtuse, and straight angles as well as right,
acute, obtuse, equilateral, and scalene triangles. Their quilts can include patterns
or a scene of some sort.
a. Students should measure and draw their shapes using a protractor and
ruler. After cutting the shapes out, students should glue them on to the
brown bag base in their chosen design.
11. Display the quilts around the classroom.
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Extension:
Students could research ways to harvest cotton and quilting techniques during the
Civil War. Research about how cotton was used and the products made with this
crop could also be completed. Then, students can research harvesting methods
cotton farmers use and how people make quilts today. A Venn diagram can be
created using the information students find.
Also, during the Civil War, quilt patterns communicated messages amongst slaves.
Students could research different symbols used in the quilts and what the symbols
meant. Then they could incorporate the symbols into their quilts and write a
journal entry from the perspective of a slave searching for freedom.
Material for quilts used to come from sack bags, old clothing, and scraps of cloth.
Women would gather together and have quilting bees. Certain areas of the country
used this as a way to build community values and relationships. Quilts brought
people together, especially during the Great Depression. Ask students to write a
diary entry as if they were growing up during the Depression. Many farmers also
struggled with their crops, so students could take on the role of quilter or farmer.
Examples of Quilt Patterns
35
Masters
36
Egg Carton Math
Diagram
37
Apple Orchard Math
Hundreds Chart
38
Apple Orchard Math
Worksheet
Name: ___________________________
Apple Hundreds Chart
Directions: Fill out the rest of the chart with the correct numbers.
39
40
Practice
Agriculture Array
Name: ______________________________
Classifying Products by Solid Figure
Worksheet
41
N
A
T
U
R
A
Points:
L
Natural Angles
Worksheet
Points:
Rays:
Line Segments:
Perpendicular Lines:
Angles:
Parallel Lines:
Intersecting Lines:
Name the following:
Lines:
A
N
G
L
E
S
42
43
Bean
Farmer
Apple
Farmer
Name Cards
Pollination
Probability
Peach
Farmer
Squash
Farmer
Pollination Probability
Name Cards
Watermelon
Farmer
Pumpkin Farmer 44
45
Name Cards
Pollination Probability
Pollination Probability
Name: _____________________
Farmer’s Record
Type of Crop: _______________________
Directions: Check off in the “Pollinated” column if the bee flipped the coin and landed on
heads. Check off in the “Did not Pollinate” column if the bee flipped the coin and it landed
on tails. Fill out the rest of the information below the chart.
Pollinated
Did not
Bee Count
Pollinated
Did not
(continued)
(heads)
Pollinate
Bee Count
(heads)
Pollinate
(tails)
(tails)
17
1
18
2
19
3
20
4
21
5
22
6
23
7
24
8
25
9
26
10
27
11
28
12
29
13
30
14
31
15
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16
Total number of bees that visited your crops: _______
1) What was the probability that a bee
pollinated your crops?
2) What was the probability that a bee did
not pollinate your crops?
46
Pollination Probability
Name: _____________________
Bee’s Record
Directions: Check off in the “Pollinated” column if you flipped the coin and it landed on
heads. Check off in the “Did not Pollinate” column if you flipped the coin and it landed on
tails. Fill out the rest of the information below the chart.
Pollinated
Did not
Farm Visits
(continued)
(heads)
Pollinate
Did not
Pollinated
(tails)
Pollinate
Farm Visits
(heads)
(tails)
16
1
17
2
18
3
19
4
20
5
21
6
22
7
23
8
24
9
25
10
26
11
27
12
28
13
29
14
30
15
Total number of crops you pollinated: ____
1) What was the probability that you
pollinated a farmer’s crops?
Total number of crops you didn’t pollinate: ____
2) What was the probability that you
did not pollinate a farmer’s crops?
47
Flowering Factorization
Page 1
48
Flowering Factorization
Page 2
49
Quilt Classifying
Quilt Template
50